Maths
At Hartpury C of E Primary School, we aim to develop children who are motivated and equipped to be courageous advocates for our world, throughout their lives. We seek to develop each child’s understanding, respect, appreciation and responsibility for the world around us, so they can make a difference both now and in the future. The Global Sustainable Development Goals are central to our ethos and our Christian Values underpin all aspects of our community as we strive for the children to develop a broad understanding and enjoyment of the world that enables them to be outward looking, resilient and effective citizens of the future.
Statement of Curriculum Intent
At Hartpury C of E Primary School, we aim to ensure that all pupils become fluent in the fundamentals of mathematics from an early age and can then focus on developing excellent skills and in reasoning mathematically and solving problems. We strive to make mathematics enjoyable and engaging and encourage the children to relish mathematical challenges. Our aim is that all children can leave the school with a secure knowledge based on the National Curriculum for Mathematics, having developed a curiosity for mathematics, and able to apply mathematical skills in everyday life and ready for the next stages of their mathematical education. We want our children to be able to grow up to use their mathematical skills to contribute to achieving the Global Sustainable Development goals.
Statement of Curriculum Implementation
We implement maths at Hartpury C of E Primary School in the following ways:
- Children are mainly taught in single year groups within our mixed age classes of two-year groups (except for Reception). Children are broadly taught the curriculum for their own year group, except in extreme circumstances when bespoke curriculums are designed for the needs of the child.
- Maths is taught on daily in a dedicated lesson. Daily sessions are also planned for core number fluency skills and opportunities for maths to be used across the curriculum are planned in whenever possible,
- The National Curriculum 2014 is followed throughout the school.
- To promote number fluency, children are provided with daily deliberate practice sessions. Other tasks and homework opportunities are also used to complement this. These vary between classes to ensure the interest level is kept high across the years.
- The White Rose Scheme of Work is used across the school as our main teaching tool. This has been chosen because of its carefully structured design that enables children to progress through small steps of learning in problem solving contexts. This scheme provides a clear sequence of leaning that forms our medium term planning, although this is slightly adapted to better fit our mixed year groups. Alongside this, Gareth Metcalf Resources and NCETM materials are used to complement the scheme and enable children to develop fluency and reasoning skills.
- A wide range of other resources are also used, including Arithmekits, Maths Mastery at Greater Depth and nRich, to enable children to further develop their knowledge and skills.
- A strong emphasis is placed on using concrete and pictorial representations to embed a secure understanding of concepts, before moving onto abstract learning. Base 10, Numicon and Cuisenaire is provided in every classroom, and a large bank of other practical maths resources are also available.
- Depth tasks are always available to stretch the children’s knowledge and skills further, and planned opportunities are also made to extend the learning of the most able children.
- Support is usually offered through reactive interventions, based on teacher assessment of daily learning. Some regular planned interventions are also put into place when deemed necessary.
- We foster a ‘Can Do’ attitude to maths throughout the school and encourage children to acknowledge and learn from their mistakes (‘marvellous mistakes’), welcoming challenge at all levels.
Statement of Curriculum Impact
Children’s ongoing progress is monitored carefully by teachers using teacher assessment on the Insight tracking program. Children are assessed against a range of age appropriate objectives. This provides a very clear picture of each child’s strengths and weaknesses and enables teachers to put in interventions or extra challenge where necessary.
Three times a year, children complete NFER assessment tests in mathematics, covering both arithmetic and problem solving/reasoning skills. These are then compared to teacher assessments on Insight and the progress of each pupil is carefully considered in a meeting between the head teacher and class teacher. Plans are then put in place to ensure every child can reach their full potential. These tests also enable teachers to identify whole class areas for improvement.
A programme of monitoring is in place to inform senior and subject leaders of consistency and progression in learning. This includes:
- Professional discussion
- Work scrutiny
- Pupil conferencing
- Lesson visits.
As a good school, we aim for at least:
- 80% of pupils to achieve Age Related Expectations at KS1
- 30% of pupils to achieve Above Age Related Expectations at KS1
- 80% of pupils to achieve Age Related Expectations at KS2
- 30% of pupils to achieve Above Age Related Expectations at KS2
- 80% of pupils to achieve Age Related Expectations in the KS2 Times Tables Test
